Affordances & Constraints - Flipped Teaching

The details of this chart are less important than the process of creating it. After reading/watching how others use it in the classroom, and trying out flipped teaching with your own students, get together with a few other educators and fill out your own chart. Here's a blank chart we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student). Hopefully you'll revise the chart as you explore flipped teaching in a wider variety of ways.

Affordances

Constraints

Potentially increases time in class for a wider range of learning activities Students can skim, rewind, and rewatch/listen as often as needed - even if absent Potentially more time to work one on one or in small groups with students At school, students can take the role of teacher with a classmate or lead a group Teacher has more opportunity to hear/see where students are struggling (naive conceptions, misconceptions, mythconceptions) - these can become the focal point of instruction - this can fit well with a constructivist approach and/or differentiation More time to question, assist, teach, address myth conceptions, use alternative representations Some excellent resources available from YouTube, iTunes U, TED, and other similar sites- opportunity to "learn" from some of the best teachers in the world Could this help unearth students misconceptions, mythconceptions, and naive conceptions? Mazur and November point to this method as a way to deal with the "Curse of Knowledge" described in Made To Stick

Potentially adds more time to the students' already busy day Adds more screen time to students' day Will the students do their "homework"? Often requires access to a computer (or tablet or smartphone) with internet access - Consider usb drives and/or DVDs to overcome this Requires time to find or create resources (video, audio, online lessons, games, etc.) Like any change in instruction, teachers will need time to adapt if they are to use this method well, and schools rarely provide this sort of time Instruction (hopefully not just lecture) in this method can be as exciting or as boring as they are in the classroom How different is this from a multimedia version of having the students read the chapter at home? Be ready for students who just want the teacher to give them the answer